Investigation the correlation between psychological empowerment and assertiveness in nursing and midwifery students in Iran

Azizi, Seyyed Mohsen; Heidarzadi, Elahe; Soroush, Ali; Janatolmakan, Maryam; Khatony, Alireza

doi:10.1016/j.nepr.2019.102667

Cited by 20 publications

(21 citation statements)

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“…The findings of the present study revealed that the mean score of nurses' psychological empowerment was at the moderate level. The results of other studies are consistent with this finding [36][37][38][39][40]. Ouyang et al reported in their study the Chinese nurses' psychological empowerment at the moderate level [38].…”

Section: Discussionsupporting

confidence: 86%

Moral courage and psychological empowerment among nurses

Khoshmehr

Barkhordari-Sharifabad

Nasiriani

et al. 2020

BMC Nurs

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Background: Moral courage is one of the fundamental values of nursing profession and a powerful method of coping with ethical problems. Psychological empowerment is a suitable method of enabling individuals to coping mental pressures of the work environment. This study determined the correlation between moral courage and psychological empowerment of nurses. Methods: This was a descriptive cross-sectional study. A total of 180 nurses employed in different wards were selected randomly. Data were collected by Demographics Questionnaire, Sekerka's Moral Courage Scale, and Spreitzer's psychological empowerment Scale and analyzed with SPSS16 using descriptive and inferential statistics. Findings: The results indicated that the mean score of moral courage was 21.11 ± 69.90 and the greatest amount of moral courage was in the dimension of "going beyond compliance". The mean score of "psychological empowerment" was 30.9 ± 73.58 and the greatest mean belonged to "competence". There was a positive significant correlation between "psychological empowerment" and "moral courage and its dimensions" (P < 0.05). Conclusion: The findings suggested a correlation between moral courage and psychological empowerment. Thus, nurses' moral courage could be enhanced by reinforcing their psychological empowerment leading to increased patient satisfaction and quality care.

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Section: Discussionsupporting

confidence: 86%

Moral courage and psychological empowerment among nurses

Khoshmehr

Barkhordari-Sharifabad

Nasiriani

et al. 2020

BMC Nurs

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“…These skills are necessary for nurses to transfer their professional knowledge and skills to the care they offer, increase the quality of care, be effective in communication with the patient and the healthcare team, and increase professional satisfaction. 3,16 In this current study, it was ascertained that there was a statistically significant increase in the mean of self-esteem scores of the students in the experimental group in the posttest phase vis-a-vis the mean of their pretest self-esteem scores (p < 0.05), however, there was no statistically significant difference between the means of pretest and posttest self-esteem scores of the students in the control group (p > 0.05). In a study performed with nursing students in Nepal, it was found that there was a moderately positive association between the students' assertiveness and self-esteem levels.…”

Section: Discussionmentioning

confidence: 99%

“…While choosing these questions, studies on assertiveness and self-esteem in the literature were taken into consideration. 2,3,15,16,[18][19][20][21]28,29…”

Section: Personal Information Formmentioning

confidence: 99%

“…As a skill that can be learned, assertiveness poses an opportunity to be developed during nursing education. 15,16 The assertiveness skill acquired in the educational setting gives the student nurses also the opportunity to understand the patients' needs accurately while providing nursing care. 17 The reason for this is that assertiveness may positively affect self-confidence, problemsolving and decision-making processes, as well as academic and professional success.…”

Section: Introductionmentioning

confidence: 99%

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Effect of assertiveness training on the nursing students' assertiveness and self‐esteem levels: Application of hybrid education in COVID‐19 pandemic

Ayhan

Öz

2021

Nursing Forum

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The changes taking place in the education system along with the coronavirus disease 2019 pandemic make it compulsory to use distance education methods. For evaluating whether the assertiveness training which was offered through a hybrid education model had any effect on assertiveness and self‐esteem, this study was conducted as an experimental study with the control group. In the study, the Rathus assertiveness inventory, Coopersmith self‐esteem inventory, and personal information form were utilized. The participant nursing students were assigned to experimental and control groups. The measurement tools were applied to both groups while the assertiveness training was later given solely to the experimental group. At the end of the training given to the experimental group, the measurement tools were applied once again to both groups. According to the results of the study, while the assertiveness and self‐esteem of the students in the experimental group increased significantly from the pre‐test to the posttest measurements, no statistically significant difference was found in the measurements made in the same periods in the control group. This situation demonstrates that the technology‐based hybrid assertiveness training was effective in enhancing assertiveness and self‐esteem.

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“…The original version of the PES consists of 12 items assessing four different dimensions in the workplace comprising three items each: meaning, competence, self-determination, and impact. However, recently it was adapted among students in different national contexts (e.g., Beauvais et al, 2014 ; Azizi et al, 2020 ; Cayaban et al, 2022 ). Following this line, we culturally adapted the instrument to students and the school environment.…”

Section: Methodsmentioning

confidence: 99%

STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents

et al. 2022

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While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics (STEM) field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving students' interest and motivation in STEM. Based on this, the study (a) investigated differences by gender and national context (Italy vs. Nigeria) in adolescents' STEM-gender stereotypes, school empowerment, and school engagement in a preliminary step, and (b) simultaneously examined how adolescents' STEM-gender stereotypes were related to school empowerment and school engagement as well as to socioeconomic status (SES). These latter relations were considered within the context of the potential moderating role of gender and national context. Participants included 213 Italian adolescents (Mage = 13.91; 52.1% girls) and 214 Nigerian adolescents (Mage = 13.92; 60.3% girls), who completed measures of school empowerment and engagement, STEM-gender stereotypes, and SES. A multivariate analysis of covariance showed that Nigerian girls and boys reported significantly higher levels of school empowerment, school engagement, and STEM-gender stereotypes than their Italian peers. Moreover, regardless of the national context, boys scored significantly higher on school empowerment and STEM-gender stereotypes than girls. Furthermore, a multiple-group path analysis revealed how higher school empowerment was related to lower STEM-gender stereotypes in both Italian and Nigerian girls' groups, while higher school engagement was associated with lower STEM-gender stereotypes only in the Nigerian groups. Regardless of gender and nationality, higher SES was linked to lower STEM-gender stereotypes. These findings particularly suggest that school empowerment and school engagement can be relevant dimensions to be studied and to develop strategies to counteract STEM-gender stereotypes in adolescence. Nonetheless, gender and national context are key factors to be considered. Limitations, strengths, future research, and educational implications are discussed.

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Investigation the correlation between psychological empowerment and assertiveness in nursing and midwifery students in Iran

Cited by 20 publications

References 40 publications

Moral courage and psychological empowerment among nurses

Moral courage and psychological empowerment among nurses

Effect of assertiveness training on the nursing students' assertiveness and self‐esteem levels: Application of hybrid education in COVID‐19 pandemic

STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents

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